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EDUCATION SCIENCES
Education - Pedagogy -
Didactics - etc.
El recurso Episteme Parkour para docentes de Educación Física
Autor
Miranda-Ullán
2023
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Actas del III Congreso estatal sobre Educación Física en la naturaleza 2023
Tipo de publicación
Publicación en congreso
Idioma
Español
Palabras clave
Parkour, arte del desplazamiento, contenido innovador, repositorio, bibliometría.
Resumen
El surgimiento y desarrollo del parkour, en Francia, puede situarse en los años 80 y 90 (Ferrero, 2015), no siendo hasta la siguiente década cuando se expande a nivel mundial, llegando también a España alrededor del año 2000 (Um Parkour, 2012). Aunque esta disciplina cuente con menos de 25 años desde su expansión, ya ha causado interés en la comunidad científica, acumulando más de 400 investigaciones en diferentes ámbitos del conocimiento. De todos ellos, 67 son relacionadas con las ciencias de la educación. Este interés investigador en el ámbito educativo discurre en paralelo al aumento de docentes que integran el parkour en su programación. Ambas realidades pueden encontrar justificación en que el alumnado de la educación física actual demanda el aprendizaje de nuevos contenidos que se ajusten a sus intereses (Baena-Extremera, 2011; Suárez & Fernández-Río, 2012). La implementación del parkour en el aula de Educación Física es un ejemplo de la innovación de contenido que el docente puede hacer en aras de incrementar la motivación del alumnado (Yugueros & Jiménez, 2018). Por otro lado, las leyes educativas siempre han demandado la necesidad de trabajar contenidos de educación física en entornos naturales y, desde la LOMLOE, también ha quedado explicitada en su currículo la práctica de actividades físico-deportivas en entornos urbanos, haciendo mención directa al parkour (Real Decreto 217/2022). A pesar de todo ello, existen una serie de problemáticas a la hora de implementar este contenido, siendo la más significativa el desconocimiento de la actividad por parte de los docentes, no solo relativo a factores técnicos y gestuales sino al propio origen, esencia y sentido de la práctica. Es por ello que, esta infografía tiene como objetivo presentar Episteme Parkour (...).
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Participation and physical activity in organized recess tied to physical education in elementary schools: An interventional study
Autor
Vanluyten et al.
2023
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Preventive Medicine Reports
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Child health; Health prevention; Obesity; Physical health; School intervention.
Resumen
Maintaining physical activity habits is important for long-term health benefits. Many children do not achieve the World Health Organization (WHO) benchmark of 60 min Moderate-to-Vigorous Physical Activity (MVPA) daily. Comprehensive school physical activity programs (CSPAP) target all opportunities at school for children to be physically active. The purpose of this intervention study was to investigate boys' and girls' voluntary participation and MVPA in physical activity recess sessions during and after these were connected with the content of physical education. 147 (55 girls, 92 boys; mean age = 8 years) second grade children from seven different schools received a 10-lesson parkour unit in physical education and were concurrently offered five parkour recess sessions. After the parkour unit in physical education (i.e., maintenance) another five parkour sessions in which children could voluntarily participate were organized. Systematic observation tools were used to assess children's MVPA. Overall participation in parkour recess was 64% for both boys and girls. Participation decreased from intervention to maintenance phase for both boys (75% vs 54%; p < .001) and girls (80% vs 49%; p < .001). MVPA was higher for boys compared to girls in parkour recess (64% vs 58%; p = .002) and traditional recess (49% vs 39%; p = .006), but not in physical education (40% vs 37%). One aspect of physical activity promotion is to connect recess activities with the content taught in physical education, which could contribute up to 20% of the daily recommended MVPA. Positive effects maintained when the connection between physical education and recess stopped.
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“Pop-Up Systems”—Innovative Sport and Exercise-Oriented Offerings for Promoting Physical Activity in All-Day Schools
Autor
Ferrari et al.
2022
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Sustainability
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
all-day schools; extended education; physical activity (PA) and exercise opportunities; pop-up facilities
Resumen
In all-day schools and schools with extended education, children have the opportunity to spend the whole day at school. Full-day attendance at school requires a reorientation of extended time. Therefore, it is important to consider how children spend their time between lessons and identify conducive opportunities. As part of the project “Sport in the School Environment”, multiple mobile pop-up facilities were installed at several all-day schools in Zurich, Switzerland, for a period of 3–6 weeks. These facilities included “Parkour”, “Pumptrack”, “Skatepark”, and “Streetsoccer”. The aim was to find out whether these installations offer an opportunity for physical activity (PA). At the same time, social aspects of the students using these facilities as part of their all-day school attendance were observed. The following questions were investigated: How, by whom, and in which contexts are the installations used? The use of the facilities was evaluated content-analytically and descriptively. It was shown that the facilities are used intensively and in very different ways. The main focus of the pop-up facilities is on the use of the facilities and the creation of opportunities for children and young people to exercise and meet up with each other.
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Generalization and Maintenance of Participation in Parkour in Elementary Schools
Autor
Cheng et al.
2022
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SHAPE America 2022 New Orleans
Tipo de publicación
Publicación en congreso
Idioma
Inglés
Palabras clave
Resumen
URL
Flipped Learning to improve students' motivation in Physical Education
Autor
Botella et al
2021
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Acta Gymnica
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Flipped classroom | Methodology | Parkour | Edpuzzle | ICTs
Resumen
Active methodologies have emerged in which they focus their importance of the teaching-learning process in students and not only on the result. In this way, research has been conducted using the active methodology Flipped Learning (FL) in all areas of Primary, Secondary and Higher Education. Objective: The current study aims to analyze the effect on student motivation after an intervention with the FL teaching technique, using a Parkour Didactic Unit in primary school students. Methods: One hundred students of 6th grade of Primary (11-12 years old) participated in this study, of which, 45 were girls and 55 were boys. It was randomly decided that 6ºB and 6ºD would follow the teaching styles that were already used in the center regularly (TRAD group) and otherwise, the 6ºA and 6ºC groups used FL teaching technique by watching videos created by the principal investigator for the present investigation (FLIP group). The Motivation Questionnaire in Physical Education in primary education and personal interview were applied before and after intervention. Results: The results showed an increase of intrinsic motivation (p < .001), identified motivation (p < .001) and introjected motivation (p < .001) in FLIP group. Moreover, external motivation, as well as the amotivation of the students, has decreased after the intervention. Regarding the TRAD group, a significant decrease in intrinsic motivation and identified motivation was observed. According to qualitative results, the most remarkable thing is that students consider FL as more fun, efficient, accepted and motivating. Conclusions: Intrinsic motivation increased significantly and amotivation values decrease in FL group. FL approach allows using more time in Physical Education classes and, consequently, it is perceived as more fun for the students.
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Prácticas emergentes en actividad física y deporte
Autor
Cardona et al.
2021
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Información tecnológica
Tipo de publicación
Artículo de revista
Idioma
Español
Palabras clave
prácticas emergentes; actividad física; deporte; educación superior; currículo
Resumen
El objetivo de este estudio fue determinar las prácticas emergentes en actividad física y deporte que evolucionan en Medellín (Colombia) y su relación con el currículum de un programa profesional académico en deporte. El enfoque metodológico fue mixto, en la fase cuantitativa se aplicó un cuestionario a 428 sujetos y en la fase cualitativa una entrevista semiestructurada a un grupo focal de personas vinculadas con actividad física y deporte. Las prácticas emergentes con mayor evolución en el contexto local son en su orden: entrenamiento funcional, deportes adaptados, CrossFit, Ultimate y ciclo montañismo. Por su parte el grupo focal considera que las cinco prácticas emergentes con mayor evolución son: skateboarding, street workout, parkour, entrenamiento funcional y CrossFit. Con base en los resultados, se propone un plan de actualización del currículo, pertinente con las actividades prácticas emergentes, que sin pretender ser excluyente, ni totalitario, incluya espacios formativos alternativos en la actividad física y el deporte.
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Exploring Coach Perceptions of Parkour-Style Training for Athlete Learning and Development in Team Sports
Autor
Strafford et al.
2021
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Journal of Motor Learning & Development
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Resumen
Contemporary learning and development models have identified parkour-style training as a vehicle for athlete enrichment. However, perceptions of team-sport coaches and their receptiveness to such models of athlete enrichment have not been investigated and remain unclear. To explore how parkour-style training could be integrated into athlete development programs in team sports, we interviewed sport practitioners to explore their preexisting knowledge of parkour and their perceptions on its potential applications. Experienced talent development (n = 10) and strength and conditioning coaches (n = 10) were interviewed using an open-ended, semistructured approach with a two-stage thematic analysis being conducted to identify themes. Three dimensions were identified: coaches’ general perceptions of parkour, potential applications of parkour, and feasibility of integrating parkour into athlete development programs. Participant perceptions revealed that: (a) parkour activities were viewed as supplementary activities to enrich sport-specific training routines, including use of obstacle courses and/or tag elements; (b) parkour-style obstacle environments needed to be scalable to allow individual athletes and coaches to manipulate object orientation and tasks using soft play and traditional gym equipment; and (c) the implementation of continued professional development opportunities, athlete-centered approaches to learning designs in sport, and coach–parent forums were recommended to support the integration of parkour-style training.
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Parkour: propostas de aulas na educação física escolar.
Autor
Souza de Sena & Sousa de Lemos
2020
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Caderno de Educação Física e Esporte
Tipo de publicación
Artículo de revista
Idioma
Portugués
Palabras clave
Educação Física; Ensino Fundamental; Parkour
Resumen
O Parkour é uma manifestação da cultura corporal de movimento que foi incluído na Base Nacional Curricular Comum (BNCC), por meio da unidade temática Práticas Corporais de Aventura. Sabe-se que alguns professores de Educação Física limitam suas aulas por não terem informações corretas sobre conteúdos não tradicionais e pela falta de estudos científicos relacionados ao parkour no âmbito escolar. OBJETIVO: O estudo tem como objetivo apresentar propostas de aulas do parkour na educação física escolar. MÉTODOS: A pesquisa é do tipo qualitativa e descritiva, com público-alvo de 30 estudantes do 9º ano do ensino fundamental anos finais. A técnica de investigação foi a observação, realizada a partir dos planos de aulas e imagens das atividades. RESULTADOS: Diante dos planos de aulas ministrados, observamos a participação, o entusiasmo e o empenho dos estudantes na aprendizagem dos movimentos e habilidades motoras básicas do parkour. CONCLUSÃO: O desenvolvimento das aulas foi significativo para os estudantes no que se refere a promover diversas perspectivas de aprendizagens (motoras, cognitivas, afetivas, cultural, social e emocional) do parkour. Promovemos atividades de forma sistematizadas, adequada com a faixa etária e pertinente com a realidade dos estudantes. Objetivamos o aprendizado de forma lúdica, com criatividade usando poucos materiais e espaço não delineado. O estudo é relevante já que há poucos estudos científicos sobre a prática do parkour no contexto escolar. ABSTRACT. Parkour: class proposals in school physical education. BACKGROUND: Parkour is a manifestation of the body culture of movement that was included in the National Common Curricular Base (BNCC), through the thematic unit body adventure practices. It is known that some Physical Education teachers limit their classes because they do not have correct information about non-traditional content and because of the lack of scientific studies related to parkour in the school environment. OBJECTIVE: The study aims to present proposals for parkour classes in school physical education. METHODS: This is a qualitative and descriptive research with a target population of 30 students in the ninth grade of elementary school. The study utilized observation methodology through lesson plans and images of activities. RESULTS: We observed the participation, enthusiasm, and commitment of students in learning the basic movements and motor skills of parkour. CONCLUSION: The development of classes was significant for students in terms of promoting diverse learning perspectives (motor, cognitive, affective, cultural, social, and emotional) of parkour. We promoted activities in a systematic way, which were appropriate to the age group and relevant to the students’ reality. Our goal is to promote fun learning through creativity using few materials and nondelineated space. The study is relevant because there are few scientific studies on the practice of parkour in the school context.
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Parkour: do principio filosófico ao fim competitivo / Parkour: from philosophical principle to the competitive end
Autor
Pereira et al.
2020
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Licere
Tipo de publicación
Artículo de revista
Idioma
Portugués
Palabras clave
Parkour, História, Educação Física e Treinamento, Competição
Resumen
O Parkour é a arte do deslocamento que desde sua origem na França segue princípios associados a melhoria das valências físicas, cooperação, respeito, coragem e superação. Essa pesquisa objetiva identificar os elementos do Parkour que permitam reconhecer seu processo histórico no Brasil e que desvende seu modo de ser, para que se possa vislumbrar os rumos da atividade no futuro. Através da história oral de um praticante comparada com a pesquisa bibliográfica verificamos que há uma distância entre o Parkour e a Educação Física dissociando a aprendizagem de uma metodologia organizada e da prevenção de lesões. Além disso, a filosofia original está sendo contestada pelo princípio Olímpico da competição, ao qual o Parkour sempre se colocou contra.
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Content dimensions of adventure corporal practices: experience in children's physical education
Autor
Francisco et al.
2020
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Praxis educacional
Tipo de publicación
Artículo de revista
Idioma
Portugués
Palabras clave
Educação física, Educação infantil, Práticas corporais de aventura
Resumen
O relato descreve uma experiência com as práticas corporais de aventura nas aulas de Educação Física Infantil, pautada nas dimensões dos conteúdos. As intervenções foram desenvolvidas com crianças de cinco a seis anos, em uma instituição de Educação Infantil da rede pública municipal de Florianópolis/SC. As modalidades tematizadas nas aulas foram: parkour, técnicas verticais (rapel e escalada) e atividades com pranchas (surfe e skate). A experiência indicou que as práticas corporais de aventura representam um conteúdo inovador nas aulas de Educação Física, despertando nas crianças o desejo de conhecer e praticar outras modalidades. Concluímos que é possível inserir as práticas corporais de aventura, explorando temas relacionados às dimensões conceitual, atitudinal e procedimental dos conteúdos, desde a Educação Infantil.
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Aprendizaje cooperativo con "Parkour strength"
Autor
Cardona Pericas
2023
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Tándem. Didáctica de la Educación Física
Tipo de publicación
Artículo de revista
Idioma
Español
Palabras clave
Resumen
Se presenta la unidad Parkour strength, en la que se ha integrado el modelo pedagógico aprendizaje cooperativo junto con dos disciplinas urbanas: parkour y calistenia. Se ha pretendido formar al alumnado para que sepa practicar este tipo de disciplinas urbanas en cualquier sitio y sin necesidad de utilizar material específico o requerimiento económico. Se busca conseguir un aprendizaje cooperativo dentro de un clima de colaboración e interdependencia positiva.
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Using Parkour to Step Up Your Elementary School Curriculum
Autor
Vanluyten et al.
2023
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Journal of Physical Education, Recreation and Dance
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Resumen
The goal of parkour is to cross various obstacles in an efficient and creative way by jumping, swinging, climbing, and running. Parkour aligns with the SHAPE America national standards for K-12 physical education and has demonstrated its potential to highly engage both boys and girls in moderate-to-vigorous physical activity (MVPA). In this article, we present a knowledge packet for teaching parkour to elementary children. First, we discuss the knowledge packet by unpacking the content development together with common errors and suggestions on how to correct these. Next, we propose appropriate equipment that can be used during physical education lessons. After which we introduce organizational and pedagogical principles that strengthen the parkour unit, such as focused station work, modifying content and equipment and offering children high practice opportunities and the role of teacher’s content knowledge. We end the paper by providing examples for assessing children in a formative and summative way.
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Generalization of Participation in Parkour From Physical Education to Recess: Analysis of Skill Trials
Autor
Cheng et al.
2022
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AIESEP World Congress 2022
Tipo de publicación
Publicación en congreso
Idioma
Inglés
Palabras clave
Resumen
URL
Application of parkour in physical education: agility learning and improvement
Autor
Fernández Juan et al.
2022
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Journal of Physical Education and Sport
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Secondary school, obesity, gender, traceur, innovation.
Resumen
With the passage of time, the rate of students who are overweight and obese has increased, in order to reduce it and increase physical condition, parkour-based content was chosen to produce novelty in classroom. However, it was not known if this type of intervention would improve to a greater extent than methods that were normally used in the subject. Therefore, the purpose of the present study was to investigate the improvement provided by a Didactic Unit based on parkour in student agility compared to a Didactic Unit for team sports, as well as investigating how this improvement depended on gender. So as to clarify this uncertainty, 146 students participated in the study, 67 in team sport group (CON) and 77 in parkour group (EXP). A pre and post intervention agility test was used to evaluate the change provided by the Didactic Units. Results showed a greater significant improvement in the EXP group (p = 0.002) compared to the CON group, suggesting that an intervention through parkour achieves greater agility improvements. In the same line, when the sample was segmented by sex, a greater change was observed in the male EXP group (p = 0.007) compared with CON group, however, no differences were found when comparing female groups (p = 0.099). Therefore, it seems that parkour is a valid method to increase the agility of students in Physical Education in secondary education, getting better improvements than team sports in male gender, although it does not seem to be more favorable than team sports in female gender
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Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives
Autor
Griggs & Fleet
2021
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Educ. Sci
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
physical education; alternative sports; curriculum; ultimate frisbee; parkour
Resumen
High quality Physical Education should instigate and support all learners to develop into a lifelong participant in a way which upkeeps their own health, fitness, and well-being. There are, however, an ever-increasing number of children who drop out of participating in physical activities at the earliest opportunity, leading to an increase in sedentary lifestyles and a rise in childhood obesity. It is evidence such as this which indicates Physical Education, specifically in England, is not currently appropriate for all and requires change. To attempt to make the subject a more positive experience for all and to inspire lifelong involvement, varying the curriculum and including alternative activities for pupils might tap into useful wider cultures. This paper discusses the emergence of alternative sports, the challenges and synergies of implementation, and focuses on what could work and why.
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Parkour vs Artistic Gymnastics among Pre-Adolescents: A Multidimensional Study on the Psychological Adjustment in the Sport Activities
Autor
Rabaglietti et al.
2021
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Advances in Physical Education
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Parkour, Artistic Gymnastics, Psychological and Psychosocial Adjustment, Pre-Adolescence
Resumen
The aim of this cross-sectional study was to investigate psychological differences between Parkour at non-competitive level and Artistic Gymnastics at competitive level in the pre-adolescent stage. Specifically, psychological aspects strictly related to sporting activities, such as motivation, anxiety and self-confidence, life satisfaction, and well-being were analyzed. 86 pre-adolescents participated in the study (Parkour Group—PG, n = 43; Artistic Gymnastic Group—AG, n = 43) aged between 9 and 14 years (mean age 11.5 ± 1.6 years, 62% of female), who completed a self-report questionnaire consisting of following measures: Sport Motivation Scale (SMS-28), Competitive State Anxiety Inventory 2 (CSAI-2), Multidimensional Students’ Life Satisfaction Scale (MSLSS), and Psychological Well-Being Scales (PWB). Results showed that pre-adolescents in the AG have higher values in intrinsic motivation for execution than their peers in the PG. This latter also have lower levels of cognitive and somatic anxiety and greater self-confidence than the AG group. In addition, the friend’s dimension concerning life satisfaction has a higher score in the PG than in the AG. Finally, no differences were found regarding well-being between the two pre-adolescent groups.
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Parkour, propuesta alternativa para promover la participación y permanencia en el programa de deporte escolar del Gimnasio Campestre los Alpes a través de una prueba piloto.
Autor
Fonseca & Palacios
2021
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Univerdidad Pedagógica Nacional
Tipo de publicación
Trabajo fin de grado/máster o similar
Idioma
Español
Palabras clave
Resumen
Proyecto de investigación con escolares de grados sexto y séptimo del Gimnasio Campestre los Alpes mediante una prueba piloto con el deporte Parkour, con el fin de identificar el potencial para motivar la participación y permanencia en el programa de deporte escolar de esta institución.
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How Parkour Coaches Learn to Coach: Coaches’ Sources of Learning in an Unregulated Sport
Autor
Greenberg & Culver
2020
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Journal of Adventure Education and Outdoor Learning
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
coach learning, new sport, adventure sport, lifestyle sport
Resumen
Parkour is a relatively new sport, and so there has not yet been much published research relating to parkour, or more specifically, parkour coaching. There is a large body of knowledge relating to how sport coaches learn to coach, but such research has examined regulated sports; that is, sports with national governing bodies. In North America, where this study was conducted, parkour does not have any national governing bodies, rendering it unregulated. When asked how they learned to coach, parkour coaches from this study described the influences of various sources of learning: parkour coaching experience, previous leadership experience, experience as an athlete in parkour and other sports, other parkour coaches, non-parkour coaches, parkour coach education programmes, school, reflection, and the Internet. It will be interesting to see how the specific influences of these sources might change in the future if parkour in North America becomes regulated.
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Towards the identification of the threshold concepts in parkour: A case study
Autor
Coolkens et al.
2020
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Threshold Concepts in Physical Education
Tipo de publicación
Capítulo de libro
Idioma
Inglés
Palabras clave
Resumen
Parkour is the focus of this chapter. Traditionally, parkour is not something that young people practice. When they do try, they discover opportunities to explore the environment and the limits of their body in a natural and positive way. Starting from the experience of an expert practitioner and educator, this chapter underlines fundamental factors that contribute to the development of a positive attitude towards movement in children, adolescents and young adults. Such factors include: personal challenges, positive atmosphere and social support. These enhance a positive perception of competence, leading to intrinsic motivation and voluntary participation.
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Learning in action sports: A scoping review
Autor
Ellmer et al.
2020
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European Physical Education Review
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Literature review, adventure sport, extreme sport, lifestyle sport, learning theories, pedagogy
Resumen
Action sports have increased in popularity, particularly over the past two decades. Research in the area has also proliferated, as multiple disciplinary perspectives and theoretical and conceptual frames have been applied to understanding and exploring a host of research questions concerning action sports culture, contexts and participants. However, despite this flurry of research activity, not much is known empirically about the learning of action sport participants, and few studies have focused specifically on learning in action sports. A scoping review was, therefore, conducted with the aim of synthesising the work that has been undertaken, and mapping future research agendas. Informed by Arksey and O'Malley's six-stage framework, leading sports and education databases and Google Scholar were searched for empirical literature on learning in action sports published before July 2018. After the results were screened and relevant studies identified, data were extracted and analysed using a frequency and thematic analysis to form both a descriptive and thematic summary. A total of 78 empirical studies both from the peer-reviewed and grey literature were included in the scoping review. The frequency analysis concerned information on publication year, academic field, study design, study tools, sport and population. The thematic analysis led to the development of five main themes, addressing learning in social, physical, cultural, and cognitive/psychological contexts and via various forms of feedback. The majority of articles on learning in action sports were published from 2010 onward, suggesting a growing interest in the area. More theses/dissertations resulted in peer-reviewed publications; however, less than half of all reviewed Artículo de revistas were published in education/pedagogy journals. Theoretical and conceptual frameworks were rarely explicitly referenced and/or lacked clarity. There was consensus that learning in action sports is largely informal and self-regulated. With the increasing professionalisation of many action sports and their inclusion in international competition events and also in national curricula, an increase in more formalised learning is predicted. Finally, learning in action sports can be highly individualistic but only a few studies acknowledged this. A greater variety of research questions and methodologies, and more work across disciplinary boundaries will assist in the generation of new knowledge.
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